EDUCATION & CHILDREN’S SERVICES
IMPROVEMENT PLAN
2014 - 2015
FOR
(Tyrie Primary School)
Aberdeenshire Council Education & Children’s Services
“Our vision is for an Aberdeenshire in which everyone is able to develop the skills and
confidence needed for learning, life and work.”
Tyrie Primary School
Vision:
To build a solid foundation that supports everyone in developing the required life long
learning skills, enabling them to successfully meet the challenges ahead.
In Tyrie School our vision is the driving force behind all our improvement activity.
Education & Children’s Service’s Quality Improvement Framework, is the overarching
strategic management tool which directs and supports school improvement in
establishments across Aberdeenshire. At the heart of the framework is the belief that self
evaluation in each school drives improvement and all improvement is aimed at delivering
positive outcomes for children and young people.
“Self evaluation is a reflective, professional process through which schools get to know
themselves well…Improvement Planning builds on that self knowledge by involving us in
understanding and valuing the best of that which already exists, deciding how good we
can really be, and identifying the best way forward.
The Journey to Excellence Part 4: Planning for Excellence, HMIe, 2007
Self-evaluation is an on-going process and involves all stakeholders, including our pupils.
It is reported annually to parents/carers in our Standards and Quality Report.
Education & Children’s Service Improvement Cycle
Self evaluation to find out
where you have to go
Review/
Re-affirm vision
Identify
priorities and
specify
outcomes
Self evaluation to
ensure
stakeholders
commitment
Self evaluation to
determine impact
Check to
ensure impact
Take action
Self evaluation to monitor
and determine progress
The priorities for improvement contained in the Improvement Plan for 2014 – 15 reflect this
process and the priorities identified locally and nationally.
Page 2 of 8
Improvement Plan
Improvement Priority No.
1
Numeracy (Big Maths)
Intended Outcome (s) / Impact
Actions / Lead member of staff
To improve attainment in Numeracy
 Almost all children will achieve / exceed levels
appropriate to their stage
 Almost all children will have quick and accurate recall
of number bonds appropriate to their level
 Those with additional support needs will be identified
and appropriately supported by class teacher to
improve and achieve their potential
 Staff will include active approaches to Numeracy on a
daily basis
 Parents will learn how to support their children’s
numerical development at home
In-Service training to develop staff familiarity/confidence with
Big Maths programme. (All staff)
Agree expectations of delivery in all classrooms. (All staff)
All staff will utilise open questions during oral sessions to
ensure the appropriate involvement and challenge of all
children. (All staff)
Use audit of need/attainment data to identify those children
with additional needs. (Teaching staff)
Provide parents/carers with support material. (HT)
Use Big Maths to monitor and track pupil accuracy and
improvement.(Teaching staff/HT)
Arrange peer observations to identify what is going well and
where there is room for improvement linked to agreed
expectations. (Teaching staff/HT)
Identify extent of improvement utilising available data-value
added/percentage of children achieving or exceeding
chronological age. (HT/teaching staff)
Continue to embed Active Maths approaches into numeracy
lessons. (Teaching Staff)
Timescales
November 2014
November 2014
Ongoing
November 2014
January 2015
Ongoing
March 2015
June 2015
Ongoing
How will you measure success?






Classroom Visits
Staff learning and teaching plans
Learning and teaching planning meetings with HT
Self Evaluation – focussed discussions/feedback during collegiate times
PiPs / InCAS data
Parent / Pupil feedback
Progress Check / Comments / Next Steps
Page 3 of 8
Improvement Plan
Date:
Date
Page 4 of 8
Improvement Plan
Improvement Priority No.
2
Literacy (Active Literacy)
Intended Outcome
Actions
English Language & Literacy – Integrated programme to
support the teaching of language skills through active
learning approaches.
 Raised attainment and achievement in language and
literacy.
 Cohesive and progressive active learning teaching and
learning approaches across all stages.
 Build staff confidence in planning and assessing active
learning.
 Improved learning experiences for all young people
 Increased motivation and enjoyment in relation to
literacy and language.
School implementation plan reviewed, evaluated and next
steps identified to inform SIP (All Staff)
All identified teaching staff to attend training session on new
programme and teaching and learning approaches
Agree expectations of delivery in all classes (All Staff)
School to inform pupils/parents(P4-7) of new ways of working
and plan future information session:
 Spelling
 Reading
Continued implementation of reading in P1-4 making use of
new active approaches. (Teaching Staff)
Continue to band books and develop a reading progression
from P1-P7. (Teaching Staff/HT)
Peer observations to develop an understanding of what comes
before/after to ensure a smooth transition from stage to stage.
(Teaching Staff)
Identify extent of improvement utilising available data-value
added/percentage of children achieving or exceeding
chronological age. (All staff)
Timescales
September 2014
December 2014
September 2014
September 2014
December 2014
December 2014
Ongoing
March 2015
June 2015
How will you measure success?








HT to monitor progress of implementation plan through Improvement Plan process
Learning visits and planning for learning conversations between teachers and HT
Peer learning visits by teachers and ongoing professional discussion with a focus on sharing of good practice
Pupil sampling and learning conversations
Collegiate professional dialogue focussed on learning in language and literacy
Stakeholder questionnaires/evaluations
Scrutiny of pupil attainment levels of assessment evidence
Ongoing self-evaluation and quality assurance processes
Progress Check / Comments / Next Steps
Page 5 of 8
Improvement Plan
Date:
Date
Page 6 of 8
Improvement Plan
Improvement Priority No.
3
Rights, Respecting Schools – Level 1 Accreditation
Intended Outcome
Actions
To embed a positive school ethos based on mutual
respect and shared responsibility.
 Staff and pupils to become familiar with the charter of
children’s rights and responsibilities.
 Positive relationships to continue within classes
between adults and children
 A focus across the school on what rights and
responsibilities mean within Tyrie School
HT to carry out audit of current practice against
accreditation benchmarks and raise awareness of steps
to achieving level 1.
Form a rights committee made up of Pupil Council reps,
Eco reps, HT and a parent member.
Rights committee and cluster principal teacher to
draw up macro level action plan.
Collegiate training for all staff on the purpose and
programme of the award.
Awareness raising sessions for all pupils led by class
teachers.
A copy of the Charter of Children’s Rights and
Responsibilities to be held in each classroom. (Teaching
staff)
School to hold RRSA Day of Action and awareness
raising. (All staff)
Class teachers to link children’s rights and
responsibilities to Es & Os where appropriate.
Timescales
October 2014
November 2014
December 2014
Ongoing
November 2014
December 2014
May 2015
Ongoing
How will you measure success?




Reference to rights and responsibilities within planning files and displays
Observation and discussion with pupils and staff
Parental feedback
Evidence of a more positive ethos within the school and playground.
Progress Check / Comments / Next Steps
Date:
Page 7 of 8
Improvement Plan
Date
Page 8 of 8